PUPIL: International Journal of Teaching, Education and Learning

THE EDUCATIONAL POTENTIALS OF BAKA L.’S PACKETBOOKS

Dávid Szabó L — 2025-10-30

This study explores the Packetbook Project, an innovative initiative aimed at renewing Hungarian literature education in Slovakia. The primary objective of the project is to make students’ reading experiences more personal, relevant, and engaging by building on the freedom of choice, contemporary literature, and experiential pedagogical approaches. The paper provides an overview of the theoretical and methodological foundations of the Packetbook, investigates its pedagogical potential, and places special emphasis on the shift in assessment paradigms that align with its educational philosophy. At the core of this shift is the concept of formative assessment, which seeks not merely to evaluate students' performance but to actively support their learning progress. The Packetbook and formative assessment together constitute an interconnected framework that redefines the learning process as complex, personalized, and experience oriented.

REIMAGINING LANGUAGE LEARNING THROUGH ARTIFICIAL INTELLIGENCE AND GAMIFICATION FOR GLOBALLY MOBILE LEARNERS IN NON-IMMERSIVE CONTEXTS (WITH A FOCUS ON DAZ/DAF)

Dorcas O. Ezekiel — 2025-11-06

This article advances a critical reimagining of German language acquisition for globally mobile learners navigating non-immersive, digitally mediated contexts. Positioned at the intersection of Second Language Acquisition (SLA), cognitive linguistics, and human-computer interaction, the study interrogates the structural and pedagogical limitations of current Mobile-Assisted Language Learning (MALL) platforms—particularly their failure to support integrated, skill-balanced development in linguistically demanding contexts such as DaZ/DaF. Drawing on Design-Based Research (DBR), the authors propose a multi-tiered mobile learning ecology anchored in a prototypical application that combines AI-driven adaptivity with narrative-based gamification. This hybrid architecture simulates immersive conditions through city-based tasks, interactive dialogue flows, and CEFR-aligned communicative scenarios. Empirical findings from a purposively sampled cohort of fifty globally mobile learners reveal persistent cognitive and affective challenges, including fragmented input, insufficient feedback, and metacognitive disorientation. The prototype responds by embedding linguistic scaffolding, affect-sensitive interaction design, and dynamic personalization mechanisms to bridge the gap between learner autonomy and structured progression. By repositioning non-immersed learners as central actors in the design of pedagogically rigorous, technologically augmented language learning environments, this study articulates a scalable and theoretically grounded framework for post-immersion language pedagogy. In so doing, it offers a substantive contribution to ongoing debates in SLA, educational technology, and transnational language instruction—proposing not merely an app, but a paradigm shift in how language acquisition is imagined and operationalized in the 21st century.

THE MIDDLE-CLASS CULTIVATE THEIR CHILDREN'S LEARNING THROUGH A BOURDIEU’S CAPITAL THEORY LENS

Ru-Fen Luo — 2025-11-10

The impact of parental class systems influences children’s roles and responses in school. Social class, encompassing education, occupation, income, or work, equips parents with unequal resources and opportunities for educational engagement. Parents from higher socioeconomic backgrounds are often able to provide their children with more educational resources. Middle class families occupy a unique position in the spectrum of social class. They often have access to more resources than lower-income families but might not possess the extensive privileges of upper-class families. Middle class parents tend to engage actively in their children’s education, leveraging their resources and knowledge to foster academic success. Parental involvement—or the lack thereof—in education can significantly affect children’s school performance. These disparities undoubtedly play a crucial role in shaping children’s outcomes. As an English teacher and having observed the middle class nurturing numerous learning resources for their children, the research was initiated. The study aims to explore the actual circumstances of how middle class families cultivate learning for their children through the lens of Bourdieu’s capital theory. This theoretical framework, which includes economic, cultural, and social capital, provides a comprehensive approach to understanding the multifaceted ways middle class parents support their children’s education. Based on the research purpose, the ethnographic approach in qualitative research was adopted. Long-term participant observation, informal interviews, and teaching diaries were conducted as research methods. Findings organized that the middle class families strategically combined and adapted their economic, cultural, and social capital to provide a supportive educational environment for their children. The middle class understands the inherent limitations of their cultural capital and skillfully enhances it by accessing external resources. This highlights their nuanced and deliberate approach to using the assets they have. The implications suggest an increased awareness of how the middle class function and strategically leverage their economic, cultural, and social capital to provides assistance and resources to help their children succeed in education.

EXPLORING STUDENTS’ PERSPECTIVES OF ENGAGEMENT ON AN INDOOR EXPLORACE ACTIVITY IN ESL CLASSROOM

Suhaily Abdullah — 2025-11-11

In the post-COVID era, the integration of digital tools in English Language Teaching (ELT) has become increasingly important for promoting interactive and engaging classroom activities. This study investigates the use of Prezi (online platform) in an indoor language game called Explore-Hunt, to enhance student engagement in learning. Using the ASPECT (Assessing Student Perspective of Engagement in an Active-Learning Classroom) framework (Wiggins et al., 2017), the research aims to gather feedbacks from 48 diploma students across two different courses, selected through purposive sampling. Descriptive statistical analysis revealed high engagement across all three ASPECT constructs: Value of Activity (M = 4.81, SD = 0.49), Personal Effort (M = 4.86, SD = 0.46), and Instructor Contribution (M = 4.96, SD = 0.23). The findings highlight the effectiveness of incorporating digital tools and gamification in creating dynamic and interactive learning environments, particularly in TVET ESL education context. The study also contributes to the growing body of research on the application of the ASPECT framework in classroom action research, highlighting the potential for broader adoption of similar active learning strategies. Future research could explore scaling or adapting these methods for use in other ESL and subject-specific classroom.

JUNIOR HIGH SCHOOL TEACHER CHALLENGES, PRACTICE AND STRATEGIES ON IMPLEMENTING DIFFERENTIATED INSTRUCTION IN EFL CLASSROOM

Hengki Anggra Hermawan — 2025-11-11

Indonesia through the Ministry of Education, Culture, Research and Technology has launched a new curriculum called Emancipated Curriculum as an answer to the learning loss that occurred during the Covid-19 pandemic. The Emancipated Curriculum demands that teachers should be responsive to student needs and student diversity by implementing Differentiated Instructions, but in its implementation, many teachers still face challenges in the implementations. This study aims to find out the teacher challenges, practices, and strategies in implementing differentiated Instruction in EFL Classroom in Pangandaran Regency, Indonesia. This study used a qualitative research method by using observation and interviews to collect data. A total of 10 EFL Junior High School teachers were observed and then interviewed to get more comprehends data. The results show that teachers still face challenges in implementing differentiated instruction, The first is due to lack of knowledge about differentiated instruction, the second is due to the lack of supporting infrastructure and inappropriate environment that didn’t support the implementation, and the third is due to the very large time allocation in preparing and implementing differentiated instruction. In its implementation, differentiated instruction has a huge impact in accommodating students' needs so that students can reach their maximum potential. In addition, the teaching and learning process becomes very meaningful because the learning process become students centred. Various strategies are carried out by teachers, including increasing their knowledge about differentiated instruction from various sources, various online and offline training, various good practices through learning communities, and maximizing local wisdom in differentiated learning.

MODERN VISUALLY EFFECTIVE TOOLS FOR BUILDING QUANTITATIVE CONCEPTS IN KINDERGARTEN CHILDREN

Maria Petrova Temnikova — 2025-11-27

Digitalization and the rapid development of information and communication technologies over the past decades have significantly changed social life and the conditions in which preschool education is carried out. By using different aids for visualization in teaching, the contradiction between the abstract nature of mathematical concepts that children learn in kindergarten and their concrete-active and visual-imaginative thinking is overcome. The modernization of education in mathematics in kindergarten is related not only to the application of innovative technologies and approaches but also to the contemporary tools that are used. The problem of selecting them and using them adequately in methodological work exists and is significant.

The aim of the research work is to analyze and systematize theoretical concepts related to modern visual-active tools and to develop and test methodological options for their application in building quantitative understanding in children in kindergarten. The empirical study was conducted with 128 children from a kindergarten in the town of Stara Zagora. The obtained results show that the use of modern visual-active tools supports the development of children's knowledge and skills regarding the quantitative and ordinal value of numbers up to 10, the formation and comparison of sets through the relations "as many as," "more," "less," the subtraction or addition of 1 or 2 elements from a given set, and the modeling of numbers up to 10. The new educational paradigm requires the application of modern visual-active tools in preschool education in mathematics, which contributes to improving the level of knowledge and skills of children in the educational Cluster "Quantitative Relations," as well as their interest, activity, and motivation.

VALUE FOR MONEY IN E-LEARNING OUTCOMES

Rabab Hamdan — 2025-12-04

The purpose of this study was to examine how the "Value for Money" (VfM) principle, a crucial element of international quality standards in higher education, is applied to educational outcomes. In order to promote positive transformation among academic staff and students, it focuses on assessing the balance between financial expenditure and the efficacy of resource utilization. Three Palestinian universities participated in the study, which used qualitative information gathered from interviews. A purposive sample of six employees from e-learning centers was included in the study population, which included 13 members from e-learning administration departments. With an emphasis on the fourth standard, "Value for Money," which was modified for the context of e-learning in Palestinian universities, the interview protocol was created using international quality assurance standards in higher education. The results showed that there are major obstacles to raising the caliber of educational outputs in order to keep up with the quick development of educational products around the world. Limited funding for infrastructure development and maintenance, attempts to improve network performance in the face of ongoing budget deficits, and wage cuts in certain institutions to support e-learning programs were among the main problems. Based on financial limitations, universities grant network access with regard to data security. Many institutions rely on free and open-source software because of their limited funding. To improve self-sustainability, the study suggests investing in university facilities and looking into alternate funding sources. In order to reduce the risks associated with unanticipated events, it also promotes fortifying the infrastructure for online education and establishing alliances with insurance providers.